Dec 02, 2022
WR 122 - Argument, Research and Multimodal Composition4 Credit(s)
WR 122 continues the focus of WR 121 in its review of rhetorical concepts and vocabulary, in the development of reading, thinking, and writing skills, along with metacognitive competencies understood through the lens of a rhetorical vocabulary. Specifically, students will identify, evaluate, and construct chains of reasoning, a process that includes an ability to distinguish assertion from evidence, recognize and evaluate assumptions, and select sources appropriate for a rhetorical task. Students will employ a flexible, collaborative, and appropriate composing process, working in multiple genres, and utilizing at least two modalities. They will produce 3500-4500 words of revised, final draft copy or an appropriate multimodal analog for this amount of text. Students will produce at least one essay of a minimum of 1500 words, demonstrating competence in both research and academic argumentation.
Prerequisite: With a grade of C- or better or pass in WR 121 or WR 121_H or placement test.
Upon successful completion of this course, the student should be able to:
- Exhibit rhetorical awareness & competence.
- Apply key rhetorical concepts through analyzing and composing a variety of texts.
- Analyze and synthesize college-level texts for specific and varied rhetorical tasks/goals.
- Engage in research as a recursive and inquiry-based process; capitalize on the communal and conversational nature of academic research in composing a variety of texts.
- Demonstrate flexible and rhetorically appropriate composing strategie.
- Provide constructive peer feedback; respond effectively to peer and instructor feedback.
- Experiment with and adapt composing processes for a variety of technologies and modalities.
- Deliberatively use the conventions of Standard Edited English to enhance meaning.
- Consistently maneuver text structure, paragraphing, sentence structure, and word choice appropriate to genre.
- Systematically and skillfully apply citation conventions.
- Reflect and document procedural knowledge gained in the areas of writing strategies.
- Transfer and apply writing knowledge to new contexts.
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